ARMANDO B.

CORTEZ
Doctor of Education-SET A
ADVANCE EDUCATIONAL STATISTICS
Lecturer: DR. JOHN PATRICK D. SERRANO

PROBLEM NO. 1
A principal at a certain school claims that the students in his school are above average intelligence. A random sample of thirty
students IQ scores have a mean score of 112.5. Is there sufficient evidence to support the principal’s claim? The mean population IQ
is 100 with a standard deviation of 15.
Step 1: State the Null hypothesis. The accepted fact is that the population mean is 100, so: H0: μ = 100
Step 2: State the Alternate Hypothesis. The claim is that the students have above average IQ scores, so:
H1: μ > 100.
The fact that we are looking for scores “greater than” a certain point means that this is a one-tailed test.
Step 3: Draw a picture to help you visualize the problem.

hypothesis testing examples

Step 4: State the alpha level. If you aren’t given an alpha level, use 5% (0.05).
Step 5: Find the rejection region area (given by your alpha level above) from the z-table. An area of .05 is equal to a z-score of 1.645.
Step 6: Find the test statistic using this formula:

For this set of data: z= (112.5 – 100) / (15/√30) = 4.56

Step 6: If Step 6 is greater than Step 5, reject the null hypothesis. If it’s less than Step 5, you cannot reject the null hypothesis. In this
case, it is more (4.56 > 1.645), so you can reject the null.

PROBLEM NO. 2
Blood glucose levels for obese patients have a mean of 100 with a standard deviation of 15. A researcher thinks that a diet high in
raw cornstarch will have a positive or negative effect on blood glucose levels. A Sample of 30 patients who have tried the raw
cornstarch diet has a mean glucose level of 140.
Test the hypothesis that the raw cornstarch had an effect.

Population standard deviation is known and the sample is large, ≥ 30 , thus, normal distribution is used.

Hoμ = 100

Ha μ = 100
Assume 95% confidence level.

CV , Z0.025 = 1.96
 ˉ −μ
X
Test statistic = σ
n

= 140−100
15 = 14.61
30

Since the calculated statistic 14.61 is grater than the critical value, 1.96, we reject the null hypothesis and conclude that the raw cornstarch had an
effect on blood glucose level.

PROBLEM NO.3

Example problem: A sample of 200 people has a mean age of 21 with a population standard deviation (σ) of 5. Test the hypothesis that
the population mean is 18.9 at α = 0.05.

Step 1: State the null hypothesis. In this case, the null hypothesis is that the population mean is 18.9, so we write:
H0: μ = 18.9

Step 2: State the alternative hypothesis. We want to know if our sample, which has a mean of 21 instead of 18.9, really is different
from the population, therefore our alternate hypothesis:
H1: μ ≠ 18.9

Step 3: Press Stat then press the right arrow twice to select TESTS.

Step 4: Press 1 to select 1:Z-Test…. Press ENTER.

Step 5: Use the right arrow to select Stats.

Step 6: Enter the data from the problem:

μ0: 18.9
σ: 5
x: 21
n: 200
μ: ≠μ0

Step 7: Arrow down to Calculate and press ENTER. The calculator shows the p-value:
p = 2.87 × 10-9
This is smaller than our alpha value of .05. That means we should reject the null hypothesis.

PROBLEM NO.4

Jeffrey, as an eight-year old, established a mean time of 16.43 seconds for swimming the 25-yard freestyle, with a standard
deviation of 0.8 seconds. His dad, Frank, thought that Jeffrey could swim the 25-yard freestyle faster using goggles. Frank
bought Jeffrey a new pair of expensive goggles and timed Jeffrey for 15 25-yard freestyle swims. For the 15 swims, Jeffrey's
mean time was 16 seconds. Frank thought that the goggles helped Jeffrey to swim faster than the 16.43 seconds. Conduct a
hypothesis test using a preset α = 0.05.

Solution 1

Set up the Hypothesis Test:

Since the problem is about a mean, this is a test of a single population mean. Set

the null and alternative hypothesis:

In this case there is an implied challenge or claim. This is that the goggles will reduce the swimming time. The
effect of this is to set the hypothesis as a one-tailed test. The claim will always be in the alternative hypothesis
because the burden of proof always lies with the alternative. Remember that the status quo must be defeated with a
high degree of confidence, in this case 95 % confidence. The null and alternative hypotheses are thus:

H0: μ ≥ 16.43 Ha: μ < 16.43

For Jeffrey to swim faster, his time will be less than 16.43 seconds. The "<" tells you this is left-
tailed. Determine the distribution needed:

Random variable: X = the mean time to swim the 25-yard freestyle.

Distribution for the test statistic:

The sample size is less than 30 and we do not know the population standard deviation so this is a t-test. and the

proper formula is:

μ0 = 16.43 comes from H0 and not the data. X = 16. s = 0.8, and n = 15.

Our step 2, setting the level of significance, has already been determined by the problem, .05 for a 95 %
significance level. It is worth thinking about the meaning of this choice. The Type I error is to conclude that Jeffrey
swims the 25-yard freestyle, on average, in less than 16.43 seconds when, in fact, he actually swims the 25-yard
freestyle, on average, in 16.43 seconds. (Reject the null hypothesis when the null hypothesis is true.) For this case
the only concern with a Type I error would seem to be that Jeffery’s dad may fail to bet on his son’s victory
because he does not have appropriate confidence in the effect of the goggles.

To find the critical value we need to select the appropriate test statistic. We have concluded that this is a t-test on the
basis of the sample size and that we are interested in a population mean. We can now draw the graph of the t-
distribution and mark the critical value. For this problem the degrees of freedom are n-1, or 14. Looking up 14
degrees of freedom at the 0.05 column of the t-table we find 1.761. This is the critical value and we can put this on
our graph.

Step 3 is the calculation of the test statistic using the formula we have selected. We find that the calculated test
statistic is 2.08, meaning that the sample mean is 2.08 standard deviations away from the hypothesized mean of
16.43.
Figure 9.7
 Step 4. has us compare the test statistic and the critical value and mark these on the graph. We see that the test statistic is in the tail
and thus we move to step 4 and reach a conclusion. The probability that an average time of 16 minutes could come from a
distribution with a population mean of 16.43 minutes is too unlikely for us to accept the null hypothesis. We cannot accept the null.

Step 5 has us state our conclusions first formally and then less formally. A formal conclusion would be stated as: “With a 95% level
of significance we cannot accept the null hypothesis that the swimming time with goggles comes from a distribution with a
population mean time of 16.43 minutes.” Less formally, “With 95% significance we believe that the goggles improves swimming
speed”

If we wished to use the p-value system of reaching a conclusion we would calculate the statistic and take the additional step
to find the probability of being 2.08 standard deviations from the mean on a t-distribution. This value is .0187. Comparing
this to the α-level of .05 we see that we cannot accept the null. The p-value has been put on the graph as the shaded area
beyond
-2.08 and it shows that it is smaller than the hatched area which is the alpha level of 0.05. Both methods reach the same
conclusion that we cannot accept the null hypothesis.

PROBLEM NO. 5
Jane has just begun her new job as on the sales force of a very competitive company. In a sample of 16 sales calls it was found
that she closed the contract for an average value of 108 dollars with a standard deviation of 12 dollars. Test at 5% significance that
the population mean is at least 100 dollars against the alternative that it is less than 100 dollars. Company policy requires that new
members of the sales force must exceed an average of $100 per contract during the trial employment period. Can we conclude that
Jane has met this requirement at the
significance level of 95%?

Solution

1. H0: µ ≤ 100 Ha: µ > 100

The null and alternative hypothesis are for the parameter µ because the number of dollars of the contracts is a continuous random
variable. Also, this is a one-tailed test because the company has only an interested if the number of dollars per contact is below a
particular number not "too high" a number. This can be thought of as making a claim that the requirement is being met and thus the
claim is in the alternative hypothesis

2. Test statistic: t x−µ = 108−100

( √16) = 2.67
12
c 0s
√n

3. Critical value: ta = 1.753 with n-1 degrees of freedom= 15

distribution.
test Comparing the calculated value of the test statistic and the critical value of t (ta ) at a 5% significance The
statistic is a Student's t because the sample size is below 30; therefore, we cannot use the normal level, we see that the

calculated value is in the tail of the distribution. Thus, we conclude that 108 dollars per
contract is significantly larger than the hypothesized value of 100 and thus we cannot accept the null hypothesis. There is
evidence that supports Jane's performance meets company standards.
PROBLEM NO.6
A manufacturer of salad dressings uses machines to dispense liquid ingredients into bottles that move along a
filling line. The machine that dispenses salad dressings is working properly when 8 ounces are dispensed.
Suppose that the average amount dispensed in a particular sample of 35 bottles is 7.91 ounces with a variance of
0.03 ounces squared, . Is there evidence that the machine should be stopped and production wait for repairs?
The lost production from a shutdown is potentially so great that management feels that the level of significance in the analysis should
be 99%.
Again we will follow the steps in our analysis of this problem.

STEP 1: Set the Null and Alternative Hypothesis. The random variable is the quantity of fluid placed in the bottles. This is a
continuous random variable and the parameter we are interested in is the mean. Our hypothesis therefore is about the mean. In this
case we are concerned that the machine is not filling properly. From what we are told it does not matter if the machine is over-filling
or under-filling, both seem to be an equally bad error. This tells us that this is a two-tailed test: if the machine is malfunctioning it will
be shutdown regardless if it is from over-filling or under-filling. The null and alternative hypotheses are thus:

H0 : μ = 8
Ha : μ ≠ 8

STEP 2: Decide the level of significance and draw the graph showing the critical value.
This problem has already set the level of significance at 99%. The decision seems an appropriate one and shows the thought process
when setting the significance level. Management wants to be very certain, as certain as probability will allow, that they are not
shutting down a machine that is not in need of repair. To draw the distribution and the critical value, we need to know which
distribution to use. Because this is a continuous random variable and we are interested in the mean, and the sample size is greater than
30, the appropriate distribution is the normal distribution and the relevant critical value is 2.575 from the normal table or the t-table at
0.005 column and infinite degrees of freedom. We draw the graph and mark these points.

STEP 3: Calculate sample parameters and the test statistic. The sample parameters are provided, the sample mean is 7.91 and the
sample variance is .03 and the sample size is 35. We need to note that the sample variance was provided not the sample standard
deviation, which is what we need for the formula. Remembering that thestandard deviation is simply the square root of the variance,
we therefore know the sample standard deviation, s, is 0.173. With this information we calculate the test statistic as -3.07, and mark it
on the graph.

x − μ0 7.91 − 8

Zc = _________ = ______= −3.07

s /√n.173/√35
STEP 4: Compare test statistic and the critical values Now we compare the test statistic and the critical value by placing the test
statistic on the graph. We see that the test statistic is in the tail, decidedly greater than the critical value of 2.575. We note that even the
very small difference between the hypothesized value and the sample value is still a large number of standard deviations. The sample
mean is only 0.08 ounces different from the required level of 8 ounces, but it is 3 plus standard deviations away and thus we cannot
accept the null hypothesis.
STEP 5: Reach a Conclusion
Three standard deviations of a test statistic will guarantee that the test will fail. The probability that anything is within three standard
deviations is almost zero. Actually it is 0.0026 on the normal distribution, which is certainly almost zero in a practical sense. Our
formal conclusion would be “ At a 99% level of significance we cannot accept the hypothesis that the sample mean came from a
distribution with a mean of 8 ounces” Or less formally, and getting to the point, “At a 99% level of significance we conclude that the
machine is under filling the bottles and is in need of repair”.